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in 2010 with funding from
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PRESIDENT OF THE UNIVERSITY.
Claude R. Sowle
Robert L. Savage
Richard C. Dorf
Martin L. Hecht
Gaige D. Paulsen
George R. Klare
College of Arts and Sciences
Harry F. Evarts
College of Business Administration
John R. Wilhelm
College of Communication
Gilford W. Crowell
College of Education
College of Engineering and Technology
Jack S. Morrison
College of Fine Arts
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MUSIC EDUCATORS-FIRST ROW: Michele Cash, Tom Davies, John Kennedy, Judy Dieter, Carolyn Whilener, Pat Hinamon, Margaret Allen, Jim
Korncr. SECOND ROW: Dale Holshu, Earl Park, les Weekley, Paul Young, Chris Rowe, Bonnie Ferrell, Carol Shangnon. THIRD ROW: Beckey
Reynolds, Al Coleman, Kathy Lightfoor, Dennis Roquemore, Bob Wilson.
DELTA SIGMA PI— Professional Business Fraternity
CARDINAL KEY-JUNIOR SORORITY WOMAN
HONORARY-MEMBERS; Nancy Balis, Kathleen
O'Donnell, Barbara Greybeck, Betty Jo Brubaker, Jo
Garrett, Karen Shorts, Karen Clark, Debbie Schmidt,
Bonnie Lauffer, Gay Bastiani, Sue Winfield, Sallee
Mossman, Judy Jordan, Carol Knowlton, Cindy
Smith, Sharon Shroeder, Carol Ansted.
OMICRON DELTA KAPPA-SENIOR MEN'S HONORARY-FIRST ROW: Tom Dalton, Arthur Maunelli,
advisor, Jon Wills. Dave Harwood. SECOND ROW: Bill McGraw, James Bond, Mike Schott, Tom
Muccio, Dale Abrams, Dr. Roy Gusteson, Mark Guilliland, Terry Armentrout, Dr. Dave Smith.
MISSING: Tim Schmidt, Tom Hodson, Greg Rigs, Steve Schulte, Craig Rader, Dave Wingert, Kerry
McCalla, Stan Wilson.
lODA SOCIAL CLUB-TOP TO BOTTOM: Sue Kardon, Carol Taxon, Linda Korn, Marcia Perlstern, Geri Weinstein, Diane
Landers, Fran Prhne, Sue Molnar, Fran Schwartz, Cindy Brok, Judy Wolinsky, Sharlyne Sokol, Ronnie Schiff, Marlene
Herman, Joan Samet, Vicki Moser, Cam Vienna, Sandie Levinson, Cheryl Friedman, Barbara Goldberg, Andrea Kar-
shan, Kathe Lieberman, Fran Cole.
OHIO UNIVERSITY CHAPTER OF THE AMERICAN HOME ECONOMICS ASSOCIATION-OFFICERS: Peggy Brendlinger, Nancy Dailey, Karen Kline, Catherine
Bednarz, Sue Bragdon, Jane Shellabarger, Cindy Mcalister, Linda Ghem, Sheyrl Schaal, Barbara Lenox, Debbie Gheen.
J CLUB— JUNIOR MEN'S HONORARY-MISSING from the picture: John Hanneken, Jim Copacino, Mike Major, Jim Bishop, Ken Sechler, Pat McCabe,
Andy Gianino, Mike McConnell, Craig Love, Ken Kowall, Jim Pyers, Tom Morr, Bill McGraw, Jon Wills, Dave Harwood, Kerry McCalla, Mike
Schotf, Craig Rader, Tom Hodson, Tom Dalton.
KARATE CLUB— TOP: Jim Hunsicker, John Mettle, Jake Jasper, Greer Golden— Instructor, Steve Taylor, Tim Ohrstrom, Glen Rosenthal, Denver
Ltghtner. BOTTOM: Ron Christian, Richard Asbury, Davis Duffy, Marc Sarrett, Dale Johnson.
CENTER PROGRAM BOARD PRESENTS;
THE CAVERN-DavId Cohen (above)
IN CONCERT-The Who
HOMECOMING W-Dionne Warwick
EDITORS: Andrew Alexander
ATHENA SEVENTY STAFF
MARY ANN SBROCKEY
'i ' - ■
'»■> , ^ --
CLUES TO PUZZLE
3. ASSISTANT PHOTO EDITOR
4. CONTRACTS MANAGER
6. PHOTOGRAPHY EDITOR
8. SECRETARIAL MANAGER
9. COPY EDITOR
1. BUSINESS MANAGER
4. ART DIRECTOR
1. Toni Reed
2. Cheryl Mill
3. Marian Jackson
4. Diane Adams
5. Karia Wright
6. Debbie Wagner
7. Zannie Neuman
8. Mary Ann Powell
9. Gary Halton
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11. Connie Jump
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16. Candy Smith
17. Cindy Wilson
1. William Daley
2. Paul Anderson
4. Edmund Banville
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6. Edward Smith
7. Art Wankmuller
8. Wesley S. Dennis
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12. Mike McCarthy
13. Albert Beeler
14. Tom Martin
15. Mike Broderman
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18. Andrew Holzapfel
19. Douglas W. Prulzman
^ 9 ? >lf J *^ "^
1. Judy Waffen
2. Cheryl Nader
3. Barb Green
4. Wichele Johnson
5. Marcia Bagby
6. Jeanne Matthews
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8. Liz Kent
9. Linda kkes
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IB. Nancy Olson
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25. Mary Lou Bolce
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27. Karen Adams
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29. Leslee Townsend
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31 . Marilyn Gosnell
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33. Karen Young
34. Kerstin Rinta
35. Lynn Veber
36. Isolde Guenther
37. Mary Lou Pry
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39. Pam Steinman
40. Penny Rice
41. Cindy Closen
42. Paula Kangas
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45. Patty Schreiber
46. Susie Bair
47. Jack! Aldrich
48. Jenny Pearson
49. Karen Nielsen
50. Debbie Goldsmith
51. Sue Outhwaite
52. Maryanne Striffler
53. Jill Jordan
1. Bob Watson
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3. Phil Martin
4. Bill Board
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6. Dean Berger
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8- Bob Boyd
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10. Mike Wahl
11. Dick Miller
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13. Dale Yielding
14. Rick Heston
20. Harry Paris
21. Rick Shoemaker
22. Mark Rennie
23. Rich Cirincione
24. Jack Baker
25. John Wells
26, Steve Nugent
27. Craig Kridel
28. Bill Biviano
29. Bob Hecker
30. Gary Norman
31. Rich Slusser
32. Willie Season
33. Dave Cribbs
34. Jerry Loyer
35. Dave Alexander
36. Tony Pence
37. Brian McClatchie
38. Dave Kelley
39. Wes Connor
40. Bob McCune
41. Roger Shoemaker
42. Tom Donelly
43. Dave Peters
44. Bob Brauel
1 . Jan Keuthan
2. Bruce Blaylock
3. Bill Nadzak
4. Steve Schutte
5. Kerry Shea
6. Tom Firestone
7. Tom Vellios
8. Jim Rooney
9. Ray McLaughlin
10. Clancey Frey
1 1 . Denny Petrovic
12. Paul Klinedinst
13. Barry Galbraith
14. Mike Burns
15. John Helbling
16. Dave Brown
17. Walt van Dusen
18. John Kroehle
19. Bill McBroom
20. Rick Swinghammer
21. Art Dickinson
22. Gordy Billman
23. George Bartlett
24. Phil Godenschwager
25. Jerry Robison
26. John Totura
27. Jeff Eckert
28. Rusty Mathews
29. Mike Creager
30. Dan Dol)
31. Jerry Unruh
32. Gary Blackie
33. Ed Cornett
34. Lou Driggs
35. Tom Watters
36. Larry Krone
^J^^^ 1 ^H ji
Bobbie Joe Stephens
1. George Koury
2. Carl Petre
3. Slu Podolnick
4. Gary Miller
5- Terry Johnson
7. Ken Richards
8. E. J. Lemoal
9. AArke Sweet
10. Rand Dikeman
11. John Ahlen
12. Chuck Minnick
13. Ted Shaw
14. Bob Messina
15. Terry Smith
.-^ .\ j;.
16. Billy Brown
17. Jay Dickinson
18. Bruce Burtch
19. Bill Luebker
20. Joe Neiford
21. Dick Dietz
22. Tom O'Malley
23. Mike Mills
24. Marc Shepearo
25. Mike Ervin
26. Dave Black
27. Jerry Kroger
28. Larry Peacock
29. B. G. Wilks
30. Don Kincade
31. Mike Diehl
32. Ken Engstrom
33. Jim Spitzalny
34. Don Kincade
35. Tim Wildermuth
36. Jerry Regotti
37. Tom Springer
38. Dave Hackel
39. Dave Pratt
40. Enke King
41. Dave Drusbacky
42. Kent von Bargen
43. Tom Earhart
1 I f**^
f V^'y "\
1. Nancy Barr
20, Lynn Davles
2. Barb Blaze
21. Diane Roth
3. Windley Saalfield
22. Sue Loomey
4. Peggy Marzano
23. Marcy Malcne
5. Wendy Clark
24. Cathy Brenholts
6. Kathy Boesel
25, Nancy Mann
7. Becky Miner
26, Kris Kridet
8. Lauryn llsley
27. Sue Matyi
9. Kathy Gilmore
28. Katie Donohue
10. Sue Strieker
29. Sue Fowler
n. Vicki Cullison
30. Denise Davis
12. Lenore Grotke
31. Candy Hockaden
13, Lois Losi
32. Marsha Smith
14. Pat Larson
33. Mary Lou Cameron
15. Christy Hardie
34. Pam Harwood
Ann Marie Kulmatcykl
16. Diane Deiweiler
35. Teri Geoghan
17, Lynn Rees
36. Sue Winfield
18. Pat Rooney
37. Carolyn Powell
19. Lesley Zinn
38. Debbie Hartford
1. Judi Hague
2. Lois Aaron
3. Janet Paris
4. Karen Kramer
5. Sandy Smith
6. Ellen Rubin
7. Mary Jane Goodman
8- Lynn Kirschberg
9. Fredi Montlack
10. Palli Sachs
1 1. Janie Kogut
12. Nancy Cohen
13. Vicki Breyer
J4. Karen Sigman
15. Kathy Acocella
16. Sue Fish
17. Denise Cunningham
18. Jane Zilka
19. Barbara Siferd
20. Vivian Hastings
21. Wendi Bernhard
22. Janis Beltings
23. Diane Tortora
24. Carol Kelly
25. Linda Specter
26. Polly Davidson
27. AAarcia Silver
28. Janet Brostoff
29. Amy Prilz
30. Susan Weinberger
31. Shelly Fatb
32. Renee Jaskuiek
33. Corinne Fendell
1. Robin Smith
2. Mary Ellen Stam
3. Gerri Dale
4. Donna Wenrick
5. AAarci Cunin
6. Janis Borleff
7. Judy Wheat
8. Cindy Relias
9. Carolyn Hockensmith
10. Kaye Carr
11. Judy Hattersley
12. Jo Ellen Stark
13. Terri Bowrdouris
14. Cathy Reynolds
15. Kris Hafley
16. Kris Klipstine
17. Barb Hope
18. Jeannie Favrat
1. Richard Ward
2. Patrick Campbell
3. William Staron
4. Rodger Krupa
5. Tim Quick
6. Robert Staron
1 Joan Gfubb
2. Gail Berman
3. Tina Caskin
4. Libby Williams
5. Sherri Urban
6. Gay Triplet!
7. Mary Ford
8. Jeannie Slevers
9. Chris Clifford
10. Jane Hooper
1 1 . Mary Dohn
J2. Lee Abdnor
13. Cheryl Brelh
14. Lee Ballantyne
15. Oian Trun
16. Gail Weinberg
17. Sandy Breisacher
1 8. Laurie FoHian
19. Sandy Bubnowski
20. Linda Appel
21. Janet Miller
22. Frannie Packard
23. Kendra Rhoades
24. Kathy Rirkham
25. Donna Beers
26. Rae Needham
27. Jenny Watt
28. Mi Herzog
29. Sharon Koorsgaard
30. Karen Kaiser
31 . Terriann PersuHi
32. Christie Gilluly
33. Mary Hess
34. Janet Pickup
35. Sue Weiss
36. Carol Skinner
37. Sandy Hobbs
38. Susie Weber
39. Denise Dishon
40. Linda Sfoughton
41. Carolyn Niland
42. Jean Tramba
43. Jane Hipkins
44. Kathy Elger
45. Cec Rinaldi
46. Corie Schwendemer
47. Nancy Wilson
48. Joanie Mackie
49. Jan Barnhill
50. Cindy Owen
1. Mike Sullivan
18. Bruce Poorman
2. Paul McVey
19. Doug Rose
Bob Sea nor
3. Larry Smith
20. Bu22 Mallet
4. George Dilgard
21. Lov Armentrout
5. Jack McElroy
22. Tom Jacques
6. Ken Wagar
23. Doug Bennett
7. Kevin McKinney
24. Dave Nowak
8. Rich Ali
25. Tom Shaw
9. Tom Bowker
26. Tony Utrata
to. Bill Swigart
27. Dan Gottschall
1 1. Ed Cherney
28, John Robarge
12. John Ralph
29. Chuck Weisman
13. Jim Ginley
30. Bill Pyne
14. Rich O'Such
31. Bob Hurt
15. Rod Repschlager
32. John Galati
16. Jay Milner
33. Bret Goodson
17. Don Clevenger
34. Bill Nevaton
1. Jim Patrick
18. Mike Depre
2. Rich Owen
19. Sid Schwab
3. Jeff Tetbeek
20, Bill Shafer
4. Mike Myers
21. Chris Lamb
5. Manley Ford
22. Bob Phoenix
6. Dave Gaino
23. Jim Black
7. Gary Vereb
24. Greg Keidel
8. Walley Leyshow
25. Sam Barile
9. Mike Rosenbaum
26. Gary Wiseman
10. Tony Beach
27. Dave McManness
1 1. Tom McGrane
28. Tom Carlisle
12. Tom Hilb
29. George Winow
13. Rod Clair
30. Bruce Kerr
14. Mac MacLeod
31. Jeff Russell
15. Dan Shirk
32. Roger Rice
16. Doug Zimmerman
33. Scolt Roser
17. Joe Ruby
34. Bob Bennett
T. Howard McKnight
2. Peter Ripson
3. Eddie Hammond
4. George Smith
5. Mike Oscar
6. Alan Andrews
7. Tim Adams
8. T. Gene Lockard
9. Rick Grasso
10. John Burke
1 1. Gary Goodman
12. Steve Tuorik
13. Scot Freauf
14. Etienne Tuorik
15. Randy Yost
16. Jim Alan
17. Rob SantaAAaria
18. Tim Hollinger
19. Dick Majors
20. Rick Talbot
21- Larry Seimer
22. Skip Allen
23. Carl Ferguson
24. Jim Busanus
25. Chuck Linn
26. Tom Sommer
27. John Hastings
28- Jim Jensen
29. Rick Reysen
30. Rich BraevI
31. Tim Loges
32. Bill Byer
33. Rich Goodall
34. John Torrence
35. Slu Purdy
36. Paul Kulik
37. Jim Weidman
38. Gary Elmenthaler
39. Norm Purdy
40. Dave Rangeler
41. Terry Krebs
42. Paul Richards
43. Doug Bond
44. Joe Focke
Mary Jane Korn
Jo Anne Shepard
•mr^Brnp tnmum i ! w^t^p^m^w
1. Lvnn RoliiOB
T Sally Hutd
37. Susie Jack
38. Nancy Brown
3, Nancy Harlow
39. Sandy Warner
4, Carol Wallz
40. Anita Fiori
5. Debbie Loehnert
41 . Donna Harward
6. Peach Higgens
Mary Jane Nordstrom
42. Dianne Mullen
7, JutJy Wh.le
43. Linda Forsyth
8. Betsy "Gaper" Martin
44. Natalie Howland
9, Terry Brown
45. Karen Kalp
10. tj^p^Y """"I
1 1 , Garvetta Hager
12, Judi Watson
46. Janice Kowalak
47. Linda Banko
48. PaT R'usial
13- Sue Greylock
49. Jan Williamson
14. Jeannie Moore
50. Donna David
15 Carol Gardner
51. Cindy Kitchen
16. Pam Carroll
52. Lianne Miller
17, Debbie Hall
53. Marilyn Hill
f^ ffl ^ ^ M
\. Al R.ggs
2. Tim Swift
3. Sieve Beebe
4. John Hager
5. Dan Nash
6. Mike Zakany
7. Jack Strauss
8. Gary Sulphin
9. Tom Tanno
10. Doug McKinney
1 1. Wike Hensren
12. Jeff Dagan
13. Bob Baer
1 4. Mike Mehaffey
M <a ji'i
/i% ^r -Vj,
BACHELOR of SCIENCE
BACHELOR of ARTS
BACHELOR of BUSINESS ADMINISTRATION
BACHELOR of SCIENCE
BACHELOR of SCIENCE
BACHELOR of SCIENCE
BACHELOR of SCIENCE
BACHELOR of SCIENCE
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BACHELOR of ARCHITECTURE
BACHELOR of ARTS in ARCHITECTURE
BACHELOR of FINE ARTS
MASTER of BUSINESS ADMINISTRATION
MASTER of FINE ARTS
MASTER of SCIENCE
MASTER of EDUCATION
MASTER of ARTS
n HEARING and SPEECH
n HOME ECONOMICS
n INDUSTRIAL SYSTEMS ENGINEERING
n CHEMICAL ENGINEERING
n INDUSTRIAL TECHNOLOGY
n MECHANICAL ENGINEERING
n ELECTRICAL ENGINEERING
n CIVIL ENGINEERING
Wize, C. A.
Wallace, T. A.
Vecchio, M. J.
Van Reeth, L.
Van Fossen, B.
Valentine, M. B.
Toth, B. L.
Thimmes, P .
r Louis, D.
Shelton, B. J.
Schultz, J. R.
Scott, J. A.
Romano, F. A.
Robb, J. E.
Repicky, M. K.
Reed, T. C.
Payne, J. E.
Owen, R. L.
Notte, J. A.
Hunter, I. G.
De Pompei, M.
^* - Mf^m^
^ik i\ t
Boat, C. S.
Biles, L. A.
TAYLOR PUBLISHING COMPANY
The Worlds Best Yearbooks Are Taylor-made"
TAYLOR PUBLISHING COMPANY
^■~ ^In "T^^^r-i
Most books are dedicated to people
who have demonstrated some value.
ATHENA SEVENTY Is dedicated to
the potential of humans to change the
Inadequacies of their society —
accomplished through education, both
formal and Informal.
It is only through an awareness of the
problems that we can hope for
change. We have given two four-year
scholarships towards this purpose.
ATHENA SEVENTY is a book about
people. We have come to know the
people our book Is about. Our stories
are a response to what we have seen,
and the people we have met.
We are not objective — we are involved,
involved with the people, the stories,
and the issues of our world.
ATHENA SEVENTY stands as our state-
ment of concern and continuing involve-
ment in the effort to create a society
where we can be the kind of human
beings we want to be.
UFl' i FH
Power to the People!
Nice rhetoric. But who are "The People"
really? Are they the ones with the red
fist on their backs, or are they the
Spire T. Agnew fan club?
Do either of these vaguely defined groups
who would, and have, gladly seen each
other's blood really know who "The People"
are? To the patrons of the "Silent Majority,"
they are pawns to be used for their own
political ambitions. To the red fist
people and to nnany students they are non-
entities, incapable of rational thought
or worse, "hicks."
Both views are erroneous and are contributing
to one of the most volatile social and
political climates in the nation's history.
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Political and social reform has always found
support and expression in the academic
community. But it cannot be effective if it
stops there ... if it does not attempt to
relate to the people. If we, the student
minority, can learn to relate and involve the
real people in concerted political action and
non-violent protest, then poverty, racism,
industrial rape and war cannot survive. The
only alternative is internal destruction and
that's a poor substitute.
The next few pages are introduction to some
of the real people you can find right next
door in Appalachia. They are by no means
a cross section, but perhaps a beginning to
an understanding that people, no matter who
they are or where you find them, are all
pretty much alike and we had better learn
to understand and care for each other
before it's too late.
Luster traded a I 6-gauge shotgun and a
Barlow two-blade knife for the Winchester.
It's a 22 automatic and all-blue steel.
Next to his blue-tick hound Duke, it's
his most valued possession. hHe shot coon
and groundhog for stew and an occasional
copperhead for fun, but never a black snake
because, "They catch mice around the shanty
and I like one for a pet sometimes." Some-
times we'd take the pistol and a pint of Wild
Irish Rose and go to the dump to shoot
Most every year in the spring, the Daughters
of Union Veterans get together in Athens for
a business meeting and a big feed. It's in
the Cline Building, just up the stairs and
down the back hallway. There you'll find a
group of very nice ladies who will each tell
you that they are the world's oldest patriotic
organization and then precede to stuff you
with the best fried chicken and apple pie
north of the Tennessee line.
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Alexander Campbell worked in the mines
until his lungs went bad. Now he walks
the road looking for pop bottles to cash-
in. He likes to talk about when he was
young and would play fiddle at the square
dances. "People don't get together like
that anymore, they go to the roadside
beer joints and listen to the jukebox."
Alexander remembers the old songs though,
and he'll invite you to his house and
play for you.
I didn't ask his name or where he came
from or where he was going. We sat in
the boxcar, shared cigarettes and wine
and talked about places we knew ....
New York, St. Louis, Des Moines . . .
and wished there was a place for coffee
nearby. Then came sound and bump as the
diesel took up slack. We shook hands . . .
I hope he made CIncy in time for supper
at the mission.
Hurt not the proud for they shall live
Enduring strangely quiet alone
They who were proud words in flesh
Shall surely carve proud words in stone.
— Jesse Stuart
poet of Appaiachia
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photos by BOB ROGERS
The Biggest Game In To^vn
copy by MARY ANN SBROCKEY
photos by JOYCE HALASA
Students have a reputation in various degrees
to indulge in games to pass the time through col-
lege. One of the favorites is WEEKEND GAMES,
and, of these the more ritualized, routinized ver-
sion is HOMECOMING.
This game combines challenge and suspense with
healthy competition and thrilling friendly inter-
action: "If We Don't Win Some Kinda Prize This
Year, We're Gonna Raise A Lotta Hell."
Each year campus committees strive to make
HOMECOMING more meaningful and relevant,
something different. With a flair for style more
than content, they borrow from tradition, change
some of the rules, plan a concert, introduce a batch
of beautiful girls to represent the beautifulness,
invent enthusiasm, and add it all up to another
NUMBER OF PLAYERS: Any number can play
this game but throughout the years it has become
more and more a spectator's sport.
There is no winning, it's all in how the game is
played, participants shoot for the prizes a trophy
or a title and a crown. The non-combatants simply
go another round of the WEEKEND GAME and
seek to survive with as few casualties as possible.
Their only expectations are for larger crowds at
TO BEGIN THE GAME: Male and Female hous-
ing units are paired to dress up the playing field,
to transform the drab, everyday campus into a
multi-colored, tissue-papered, complete with mov-
ing parts, never-never land.
Of course, to some this is fun, and they work
long, hard hours to prove it. They tweak grandeur
and relevance into a house dec or a float, and won-
der at those people who pooh-pooh, sniff at, scoff
at, ingore, or worse yet, not take it all seriously.
Many students are merely content to watch
throughout this phase of the game. Their only inter-
est at this point is competing in an ongoing series
of complimentary ulterior activities progressing to
a well-defined, unpredictable outcome — trying to
line up a date for the weekend.
CHOOSING A QUEEN: The most publicized
part of the game involves choosing a homecoming
queen, someone to represent all the meaningfulness
and relevancy. The price of the title, as the males
are obliged to define it, is being pretty, charming,
fresh, active and with some brains back there too.
Throughout the game these queen-hopefuls spend
their time advertising their cause. Each participant
is allowed a certain amount of time in which to sell
her personality. Sporting her own particular kempt
kind of cool, each girl moves from house to house
on campus, making her separate pitch for the
With invested saccharine sentiment, the girls
chirp, flutter, and twitter about the campus like
nervous, exotic birds. Brightly colored name tags
and banners, and pink-and-white smiles are part of
an aggressive soft-sell campaign that goes on until
one girl is chosen over all others to reign during
INTERLUDES: Numbered among the activities
introduced throughout the HOMECOMING
GAME to maintain spectator interest is a rally, a
snake dance, a bonfire and a victorious football
game. Everyone likes to be entertained during
TO END PLAY: When the weekend Is over the
participants and spectators pick up their remem-
brances and head home. The beautifully meaningful
remnants of HOMECOMING can be easily tucked
away in a scrapbook or some corner of the base-
ment. Everyone then gathers strength to face the
WEEKEND ACTION, part of the STUDENT GAME.
And so It all adds up: HO-HUMMMMMM-COM-
ING, just a game and nothing more. Nothing, and
not even enough of that.
K^m.^'.,jfi9^,^ ,^;J<ii'.,i^,^ .^^jH^tit^..-*
. »■« 1 ,-.^ 'IT .Hill* _,. t
ICA: Pleasure or Profit?
Steve Robinson called defensive signals with an
almost mechanical know-how. hHis last game, in
the rain at Marshall, suddenly left Robie with an
immediate future — graduation — and a photography
Cleve Bryant and Todd Snyder lead the ranks
for Ohio's football squad with a seemingly free
hand. They had little reason to reflect on the merits
of an athletic career, until torn ligaments in the
right knee midway through a loss to Miami left
Bryant with little else to do.
It became one of those times in life when these
young men stepped back to evaluate their accom-
plishments and probe their futures.
copy by JOHN WIATER
photos by PATRICK McCABE
Now at the conclusion of his football days at
Ohio, Bryant thought much like a rookie entering
Peden's dressing rooms for the first time to suit
up for the beginning of a week's practice sessions.
hie remebered the four years of day in and day
out skill drills: the 25 hours of films a week; the
curfews for sleep and body building exercises; and
there were more. Each new opponent meant three
or more extra offensive plays. He even had a vague
memory of late evenings spent memorizing the
book one more time; and the practice of calling
signals in the hallways.
There was a broad smile on his face as he an-
swered in the debate over elimination or reduction
of Intercollegiate Athletics (ICA) at Ohio. He was
prejudiced and he knew it. He felt he had to be.
As an athlete and as the recipient of an athletic
financial aid, he felt he had to be.
"I don't want to see funds cut back now just
when the schedule is really moving up. This year
we've played Minnesota and Penn State, and we
can definitely compete with Ohio State for head-
lines. But we just have to expand our scholarship
The records show Bryant as having compiled
the best set of stats in totaled yards rushing and
passing, in completions, attempts and percentages.
Together with Snyder, his most used receiver, Cleve
had earned the cover of Sport Magazine and the
inside spread of another national publication.
The finale was his eleventh round selection by
the Denver Broncos in the professional football
draft. Indeed, the idea of scaling down intercol-
legiate athletics to club status, as a university task-
force had urged, seemed repulsive.
Bryant and Snyder were two of over 600 athletes
in the iCA program. They were the better known
for without question they had made the grade. In
terms of numbers, however, they were members of
a privileged few. Others included John Canine and
Greg McDivitt in basketball, Ed Robbins and Mike
Schmidt in baseball. As far as the minor sports,
little opportunity was open. Possibly the one high-
light was Bruce Trammel of the wrestling team.
And after all the facts, most of the arguments
surrounding ICA swayed about the numbers game.
How much will the sport cost? How many does
it service? How many people are needed to staff
Those opinions against ICA most seemed to lean
toward the non-athlete. But what most of the argu-
ments failed to consider were the hundreds of un-
knowns who compete in every sport offered with
seemingly little interest in a tactile return for a
four year stint in the program. What does the pres-
ent system of athletics or the proposed alternative
Steve Robinson is one of those who did not re-
ceive a guaranteed future from the program. Al-
though there is no lack of talent in Robinson as a
college line-backer at 5' 10" and 180 pounds, there
is no future for him in a world of professionals
where 6' 2" and 220 pounds is thought to be good
size for a running back.
His reason for playing was an individual desire
for competition; something a lack of a scholarship
or better opportunities in the future could not
And though Robinson is aware that the scholar-
ships are saved for those who will get the major
headlines and promote the standings of the univer-
sity in the public's eye, he had no malice for the
program. It is a fact of ICA; something accepted
So what happens to Steve Robinson now? Now
that his education is complete, his participation in
collegiate athletics is ended?
Robie's long time hope was to shoot a picture
story on football. Being so close to the sport, he
never had the chance. Now he'll have that oppor-
tunity. And he has his wife to be happy with. He
played college sports for self satisfaction, and now
he has no need of it. Herein lies the myth of college
athletics. It is not a prerequisite that one be a super
star to compete. Personal achievement is a phase
of the program little discussed and even less
There are athletes who play solely for their inter-
est in and love of the game. Fringe benefits are
not involved. Aside from the mail order All-Ameri-
cans, it seems this is the one asset of ICA that
gives it equal priority for university funding and
America the beautiful means a lot to
But the land of the free is only a dream
and the good that her name stands for is
covered with the blood of thousands who
have died in an undeclared war in Vietnam.
Oct. 15, 1969. Americans declare war on
In the past our consciences were timid,
our words were faint, our actions limited.
Now Americans march across this nation
to end the war in Vietnam, asking that we
give peace a chance . . .
Statistics hide the fact that men are being
Can America be convicted of murder?
Is she guilty? Maybe we are all responsible
for not having taken action against the war
Is it too late to say it's all been a horrible,
tragic mistake? And who's to say, if we
decide to change American tactics and
policies, this won't happen again.
copy bv MARY ANN SBROCKEY
Oct. 15, 1969
We sit on the College Green and listen to words
and speeches. We discuss the practicality, reality, mor-
ality and constitutionality of war. We wear our grief
and walk the streets of the city of Athens. We fast.
We light candles and hold an all-night vigil mourning
We sit and listen, seeking to learn how all this came
about. What we want to know is why. Why can't we
end this war and bring the soldiers home. Why do we
have to be in Vietnam. Why do Americans sleep so
soundly at night or sit so placidly in front of their tele-
visions knowing that men are dying.
So for one day we declare a moratorium on the
All this would be comedy, if it were not such an
ugly tragedy. The spectacle of delays at the peace
conference and the ambivalence of far too many
Americans means the lives of countless human beings.
In Congress, policymakers admit that "while our
combat participation may have been a grievous error
from the very beginning, the men who have died in
this mistaken conflict nevertheless deserve every rec-
ognition and honor." What can honor and recognition
mean to a dead man who deserved to live more?
Oct. 15, 1969. Work for peace. Pray for peace . . .
but give peace a chance.
''^' ■ '''^^■- ^'Vt,.^?'-
■ -A _ ^ ^
" - .' -
"I believe in God the Father
Almighty." In apostrophic
humour I turn from you
mad and genial
ancients, the dozen senile messengers.
Rebirth of a rebirth, and hope
came in convulsive cycles
from sterile brick clay, not decent
for anything, except to bear
the impress of the hlocking Valley.
Amesville/Haydenville/Coolville, the actualizations
of life in death/death in life
guard our borders, and centrally
risen, the bird to mock.
I pray for life —
You pray for life.
Fortran and Snobol are risen
from the submerged room.
The Door is open; the guards
are gone. I believed.
Save us, park, save us.
poem by SCOTT SHERRY
photos by JOYCE HALA5A
• THIS IS
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Marijuana, kief, hashish, dexedrine, benzedrine,
nicotine, mescaline, cocaine, alcohol, heroin, caf-
feine, LSD, methedrine, a roast beef sandwich, or,
simply, anything you make it. By definition, dope
is anything which changes a subject's consciousness,
or alters the way in which he perceives the world
Ohio University students consumed a lot of dope
last year, much of it illegal. Legality, however, is
at best a state of mind and if a student on the
weekend should ask his girlfriend whether she'd
prefer buying an ounce of grass from the dealer
down the hall or trying with a fake identification
to con the state store out of a bottle of scotch;
this in itself might be seen as some sort of progress,
if not towards degeneracy, at least in recognizing
dope for what It is.
For In large part this was the trend among dope-
takers of all types; It was summed up well towards
the end of April by Dean of Judiciaries John Burns,
who said "I'm beginning to get the feeling ... I
won't say that it's one of disenchantment with
drugs, but the novelty seems to have worn off. Use
seems to have stablized some. "
For many students, the aura surrounding illegal
dope, the basic thrill of smoking a joint was gone
by the end of the year. The type of dope you used
depended more on what you liked, less on whom
you wanted to impress.
This change was reflected, to one degree or
another, in most areas of University life, but prob-
ably most openly In The Post, the student news-
paper. When The Post published in January half-a-
page of recipes for a complete dinner in which
marijuana was a major ingredient, campus reaction
was surprisingly low-keyed. Although the article was
subsequently reprinted in college newspapers
across the country, rumors spread by those who had
tried the recipes hinted for weeks afterward that
the meal's true success lay less in the ingredients
as specified by the recipes than In a liberal Inges-
tion of them while the meal was cooking.
The following month, the first Issue of The Sun-
day Post introduced what was to be a regular fea-
ture; a list of current drug prices in Athens.
Calling dope "The biggest business in Athens —
conceived and run by students ...," the article
listed mescaline as selling at from $2 to $3; LSD
at $3; hashish at $6.50 to $8 a gram and marijuana
at anywhere from $ 1 2 to $35 an ounce. Although
the story was carried by United Press International
(UPI), Post editor Andrew Alexander announced
the discontinuance of the service a week later, cit-
ing a lack of student response to it.
Probably the most important change in University
attitudes toward illegal dope use occurred near
the beginning of the school year. On October I,
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President Claude R. Sowie announced that in the
future all cases of on-cannpus drug abuse, as deter-
mined by the University Security Office or the
Residence Life (dormitory) staff, would be handled
by the Security Office and University Judiciaries.
In presenting the policy. Burns, who helped write
it, called it "an educational, rehabilitative and
counselling approach" to the problem of drug
abuse. Although there were two suspensions as a
result of the approximately 20 on-campus busts
during the year, most of the other students involved
with it pronounced it a qualified success. As one
busted student termed it, "It's a hell of a lot better
than being busted by the police."
Other students learned of the difference be-
tween the University and the Athens police first
hand. One student, David Clay, was one of three
area residents arrested in September upon secret
indictments obtained by Athens County Prosecutor
Charged with selling hashish to a state under-
cover agent the previous May. Clay was found
guilty in a jury trial held two weeks after his arrest,
although witnesses testified that Clay had been
elsewhere at the time of the alleged sale.
Only after the trial, however, did the case be-
come more than routine. In an appeal motion. Clay
charged that a second undercover agent, capable
of clearing him, had been withheld from contact
with him and his lawyers until after the trial was
over. As a result, charges of misconduct against
Ball was filed with the Ohio Bar Association by The
Post, who first reported the story.
By the end of the year. Clay had filed a second
appeal and Bail and The Post were still waiting to
hear the results of the Bar Association's investi-
Two students and two area residents were also
arrested for possession of drugs towards the end of
April; their trials were scheduled for the summer.
Police activity on the whole, however, was slow
and in spite of the always-present threat of the
bust, dope remained in an open market all year.
Certainly the most detailed comment on drugs
at Ohio University was a four-part series detailing
drug habits on the campus that appeared in The
Dayton Daily News at the end of March. Calling
it "the quiet revolution," Daily News reporter Dale
"You can watch sales in the campus student
center. You can see It being used freely in campus
gathering places . . . including dormitories.
"When I accompanied a young dealer selling
'stuff to students, he delivered it from room to
room In a men's dormitory as if he were delivering
"It can be purchased as easily as chewing gum."
Along with the articles, htuffman commissioned
a poll that conclusively demonstrated the campus
attitude. Based on questions asked of approximately
ten per cent of the University population of 18,000
students, the poll showed:
— 41 per cent of the students queried had tried
— 62.5 per cent had been to parties where It was
— 84 per cent said they could obtain marijuana
"right now" if they wanted to; and
— 46.4 per cent of the students said they would
use it if It were legalized.
By the end of the series, as at the end of the
year, a change in students' attitudes toward dope
had been demonstrated; it was what you made It,
you used what you felt like and, most of all, it was
no longer anything to get excited about.
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copy by ERIC FRALICK
cartoons by BRUCE JORSENSON
"At The Zoo"
Wait, Wink, Oaf
We live in a dorm!
So what does that make us, dorm rats? Masochists?
Yeah, some of us are freshmen who had no choice . . .
or upperclassmen who couldn't find anything else . . .
or upperclassmen who actually wanted to live here . . .
Why would anyone want to live in what some have called a
Maybe we're insane!
I mean . . . life in the floor section isn't the most stable atmosphere,
Though some of the rooms look and smell like stables . . .
Take a circus, give the animals keys and triple bunks
and make them share two Johns: that's the dorm wildlife.
What a zoo . . . we've got freaks and jocks and hips,
gapers, radicals and conservatives.
copy by JOHN WIATER
photos by PATRICK McCABE
Big John, Skippy, Mike
NAMES: no there's labels for the visitors; so as to identify
the philum and specie.
There's Dancing Bear, the 2,000 year old man, Oaf,
Ode, Dago, Streak, Big G, and ThHE SARGE. Any connbination of
which, when cubed in a I 2 by 15 feet area, are liable to
"Let's clean the room. No! Play cards elsewhere,
I'm trying to read.
"Shut off the light! I want to rack! Turn up the music!
Open a window! Locked out! ICE TEA!!!
"Want to do the laundry? Why didn't you wait for me
to go to lunch?
"That broad's on the phone again "
The compatibles take it in stride. The outcasts have little
recourse. You can change rooms; if you think that may help
It doesn't. You can move to another dorm . . . but most only
differ by room capacity.
CLIQUES, similiar to unlettered fraternities, form in each
corner of the hall . . . and in between.
There's THE ANNEX, the PLAZA BANNANA and VIRGIN TERRITORY.
There's second south, third north ... the thunderducks
Dancing Bear, Big G
Rob, Buffalo, Frank
Jeff, The 2,000 Year Old Man
Chris, Chris, Freak
Frank, Mike, Bob
Chris, Larry, Vince
Squire, Ode, Hoopie
The Head, Bob
H you can't find a category in the dorm echelon, you're out.
Do you talk funny? Some regional dialect;
too serious? too intellectual? too quiet? Whenever you find
yourself on the outside,
there is no place as lonely or as cruel
as a dorm.
Even with this atmosphere dorms are overpopulated.
The university demands residence of
freshmen; finding suitable outside housing is heartaches;
cooking and cleaning skills are not everyone's possessions . .
possibly a better reason is the companionship
Many dormies v/ant the social contact, renewed friendships, and
Wait. Wink, Oaf
Getting a clothed shower on your birthday is
not customary, yet it happens in a dorm.
Sitting semi-circled in the hallway in the early morning
hours rapping about who got busted, or screwed, or who pulled a
is a dorm delicacy . . .
Listening to the whites talk about the nigger and the black
the blacks calling to get it together
and watch the white honkies;
the rich using a credit card for phone calls;
and carrying check books instead of wallets . . .
The middle income waiting for money from home; SENIORS
counting the last days of golf classes;
and the motor heads spilling out the horsepower of their cars
is a privileged life in a DORM.
We live in a DORM!!!
14 Park Place
Along with most other University residences, 14 Park Place gained new
occupants last September, The new "first family" of Ohio University,
Claude, Katy, Leslie and Stephen Sowie, at that time took the position
formerly occupied by Mr. and Mrs. Vernon R. Alden.
Dr. SowIe was sworn in as president on August I ; previously he had
been dean of the law school at the University of Cincinnati, hie brought
with him many new Ideas, In both administrative and policy matters.
He accepted the position with "mixed feelings," as he put it. "These
are times of trouble and yet they are also times of hope," he explained.
Later, however, he was more optimistic as he said "It is as though I
had been relieved of all responsibilities so I had the time to just do the
things I enjoy."
Dr. SowIe was not the only member of the family with new responsi-
bilities. Being first lady, as Mrs. SowIe jokingly explained it, "sort of
implies that you have to be a lady on your best behavior all the time."
The SowIe children also had to make an adjustment to their roles as
"the president's children," Mrs. SowIe said. "We had an eye on whether
it would change their feelings and on their reaction to the time demands
on us," she stated, but added that there "were no problems."
"We just make the time we have together as enjoyable as possible,"
Sowie made several major administrative changes when he took office.
The position of vice president, formerly held by James Whalen prior
to his resignation the previous year, was eliminated. Two new positions,
vice president and dean of faculties and vice president for educational
services were created and placed under the office of provost. The new
president appointed Dr. Robert L. Savage to fill the position of provost.
That position had been vacated by Thomas Smith; he also
appointed Dr. Taylor Culbert as vice president and dean
of faculties and Dr. Richard C. Dorf as vice president
for educational services.
Another innovation of the new University head was the
formation of seven "task forces," staffed by students,
faculty and administrators to "assess the programs and
operations of Ohio University and make recommendations
for the future."
In an Interview with The Post at the beginning of the
school year, Sowie outlined his views on the office of the
"One thing a President must be very careful of Is to
attempt to establish some sort of personal style of leader-
ship," SowIe explained.
"You will not find me going around telling people what
courses to teach or how to go about things of this sort.
My main job is to create an atmosphere in which I can
suggest, along with others, that there are the problems
we are going to have to face up to and not wait for them
to reach the crisis stage — to make sure that those task
forces or processes, whatever they might be, are moving
along solidly, properly," SowIe said.
hie added that when the recommendations of these
groups do come in. It Is the president's responsibility to
make the decisions. "Some of them will be tough ones,
but once the decision is made, see that It's carried out,"
he emphatically stated.
According to Dr. SowIe, the major problem within the
University is one of "adequately financing the things that
we would like to do and think we should be doing."
"The major problem as I see it is how to improve
our programs and make academic progress given
those limitations and funding," he said. "There are
only two ways we can do it: (I) In the support
areas, attempt to reduce costs down to the mini-
mum level consistent with carrying out the task."
The second thing is to "look very hard at, not
only that area in terms of what we're doing and
perhaps what we could avoid doing and therefore
preempt some funds, but in the academic area also
take a look at our whole range of programs," he
Sowie said he'd been spending "an awful lot of
time on and will continue to" on the problem of
"limited resources and effective procedures, where-
by we can determine how best to spend our money
and not waste any of it," he said. Frequently SowIe
would take time out of his busy schedule to speak
to various University groups, hie felt this was a
necessity in order "to make sure that what we're
doing is understood."
"I was very proud of his (Dr. Sowle's) response
to the offer of one of the greatest challenges in
academic life today; the presidency of a univer-
sity is a very hazardous challenge," Mrs. SowIe
remarked. "1 think a man should be in the profes-
sion of his choice, hie's happier and we're happiest
when he's doing what he wants to. "
One year and two student riots later, one won-
ders If these sentiments still prevail.
copy by LINDA WENMOTH
pholos by ED PERIAH
They ask, why not?
All people have dreams, dreams of
things they would like to do or seen
But few have the opportunity or the
initiative to turn their dreams into
A few are fortunate enough to
realize them, by going beyond talk-
into action. Here are a few, just a
sampling, of such people within the
University who ask "Why not?"
"Some men see things as they are and say, why.
I dream things that never were and say, why not."
A quote often repeated by the late Robert F.
Kennedy — and one which he tried to affect — could
be applied to Dr. Edgar Whan, director of hlonors
College through last year, director of Cutler pro-
gram and initiator of programs such as Bachelor of
General Studies (BGS) and University Day.
For Edgar Whan is one who dreams dreams. hHe
dreams of a university that will "talk about what
we're trying to develop in PEOPLE, instead of talk-
ing about the 'products' of education."
He dreams of a university that will not be one
in which "everything looks like the student Is the
And he is looking for a way In this University "for
thoughtful students to have an outlet."
"Kids today are not buying the system. In edu-
cation now, much of the University sees itself as a
farm school for graduate schools or as a profes-
sional school. Kind of like the guild concept," Whan
"Sometimes I think the University Is training kids
to live in the suburbs of I 947."
And adding that this system simply does take
care of some students, Whan is trying to find a
viable alternative to "the system" that is Ohio
University within the University.
"While the rest of the University says, 'What do
you want to major in?' I say what do you want to
"So many students say they don't know what
they want to be. Well, that's what they are here
for," Whan says excitedly.
And he adds he feels many of the programs he
has been associated with might help the student
find just what he wants to be.
"We stand against paper. We can be so bureau-
cratic. You know Jesus had a beautiful thing going
until they made a church out of it. Institutions al-
ways ruin things."
"Look at me as a human — at what I am. That's
what students are trying to say. "
But despite the fact that "we are 10 years be-
hind in education, "this university has changed more
In the last four years than in the last 50."
Whan's summation of student attitude is that
"Kids don't want to be told what to do or to make
money. They want to mean something."
• f : \^'
For editor Andrew Alexander, The Post was his
life at the University. Members of the staff used
to joke about the time he spent working on the
campus publication, telling him that he "ate, slept,
drank and breathed The Post." He probably did.
Once he received an invitation to speak to a
group — elks, jaycees, or some similar group — and
represent "the viewpoint of a campus militant."
"Can you imagine anything more ridiculous?"
Alexander remarked. "As if I'm a campus militant."
But although he might not be termed a militant,
Alexander certainly was a "radical.
In one of his most lengthy editorials of the year,
he advocated that "ROTC can exist— off campus."
He held his ground against accusations of State
Sen. Robert Corts of Elyria that The Post had
printed "pure, unadulterated smut." For Alexander,
the words were not so much the question as what he
felt constituted a threat to freedom of the press,
a freedom so important to him as a journalist.
But perhaps his most radical stand in an age of
irrationality and emotion, was his plea for human
respect, mutual regard for the welfare of others
and reliance on logic and common sense before
"Take Vietnam," he would say. "A lot of people
criticize it and don't really know what they're talk-
ing about. I've been there (he served as a corre-
spondent, summer of 1969) and I've seen it. I know
I won't go.
"1 can't really claim it's because of religious be-
liefs — why I won't go, 1 mean. It's just the idea of
anyone else having the power to tell me what I have
to do for two years. I resent that. And besides, I
just can't see delaying my career that long," Alex-
So he says he may go to Australia, but it won't
be for awhile, because he won't graduate until
December. That country, though, is sort of a second
home for the young journalist. He has worked in
Australia for the Melbourne Herald during the sum-
mers of 1967 and 1968.
"The people there are really great. And the
country is just starting to experience things that
have already happened In the United States," he
As editor of The Post, Alexander placed highest
Importance on objectivity. He often said, "too
many writers don't know the difference between
opinion and interpretation, so it's better to stick
to the strictly objective."
He takes his journalism seriously and reacted to
his responsibility as editor seriously, feeling he had
to do all possible to avoid misleading readers,
especially editorially. For this reason, he often con-
sulted outside sources for information and thorough-
ly researched the facts behind a situation before
commenting on it.
"I've always considered the Scrlpps-Howard
motto, 'Give the people light and they will find
the way,' as sort of a guiding principle for edi-
"I think you have to have a little faith In people
— you have to trust that If you DO show them the
truth, they will be able to draw the conclusions for
themselves, " Alexander related.
And so he strove to present the truth.
This is not to say that his approach was all serious-
ness. He sat In his office night after night banging
out his copy on an old typewriter which should
have been junked long ago.
He typed with two fingers — like light-
ning — and wore odd hats and the pro-
duction manager's shirts.
One minute he would be discussing an
editorial with someone in all seriousness:
the next, he'd be swinging on an office
door. And one of his favorite forms of
relaxation was telling "Urbana (he Is from
Urbana, O.) stories" to the rest of the
Alexander is someone who knovMS where
he's going, hie says he has wanted to be
a journalist "ever since I can remember,
Alexander is an innovator, hie took The
Post quite a few steps down the road to
serious, professional journalism and serv-
Ron Scogin is an assistant professor of botany
who worries that Earth might be a "planet we're
Involved to a large extent in the activities of
the Ecology Group. Scogin lauded the April 22
Earth Day events, calling the day "successful for
those who participated in it."
The problem is, though, that not many members
of the University community used the day intended
as a "teach-in" on the environment, the young
"The number of people at the ROTC thing (mass
meeting in Memorial Auditorium over arrests made
in an ROTC class) was probably 20 times those in-
volved in Earth Day.
"This University is probably the proving ground
of the silent majority for the next five years," Sco-
"I'm a little disappointed in student involvement.
But of course, you're getting a biased view. Ecology
is what I think is important, what will affect the
course of the world."
And because he feels so strongly about ecology,
because he feels "the implications of biology in
everyday life are awesome," Scogin uses the class-
room to try to convey the importance of these
sciences to his students.
Leaning back in his swivel chair in his office,
Scogin predicted what he feels will be the course
of pollution control in the immediate future:
"I have two fears. The first Is that the concern
over pollution now may be a fad. The second is
that there'll be an outpouring of concern and just
enough will be done to barely keep our heads above
"We'll do a cosmetic job — but it won't be enough
to take care of the problems," he continued.
"These problems go right to the cause of the
American way of life. You just can't have a 400-
horsepower car and expect to be able to breathe.
But we're always taught that big Industry — big
everything is good.'
"I'm waiting for a catastrophe. That's what it
will take to change American way of thinking."
Turning to the problem of education, Scogin said
the University hoped to initiate some ecological
"The problem with trying to get new courses,
though, is that you need the personnel to teach
them. The REAL innovators wouldn't come here;
they would get squelched.
"I came here from Texas and I thought that state
Milk in Such Containers May Be
Unfit for Human Consumption
DDT Content .10 to .30 Parts per Million in Milk of Nursing Mothers
(2 to 6 Times the Amount Allowed in Milk for Commercial Sale) ;
was conservative. But Texas is full of fire-breathing
liberals compared to this state," Scogin said.
"Top quality scholars cost money. So the answer
is money — on the state level."
Originally from Corpus Christi, Tex., Scogin ma-
jored in zoology as an undergraduate and earned
his Ph.D. in botany at the University of Texas.
He said he views with some apprehension the
liberal trends in education.
"I think students v/ill take advantage of BGS
(Bachelor of General Studies) and not really use it.
They've done the same thing with pass-fail. The
whole concept of pass-fail was to allow students
to take courses they would not normally take, for
fear of getting a bad grade. But so many have
taken their major courses in it," he explained.
"Ohio University probably excludes the brilliant
student who would want a liberal atmosphere where
he would be free to experiment. But where you
have an average student body, you usually need a
"Education is really a mixed bag. I guess the fun
thing is having a captive audience. You can really
grind the old 'population axe'," he said and grinned.
Then he turned to hang his newest poster, pic-
tured here, saying he is really serious about ecology.
"Almost DEAD serious, you could say," Scogin
"I'm gonna lead the life I sing about in my songs,"
says Ron Esposito. But not even his closest friends
have ever heard him sing a song about painting and
cleaning a city jail.
Last year, as a sophomore, Esposito undertook
such a project for the Athens city jail. It all came
about with a few quick words and a promise on a
night in October. Esposito, along with many other
students, was attending a meeting in Memorial
Auditorium with city personnel as guests.
"Prior to that meeting I had peered into the jail
and it was a real pit. So I asked (Capt. Charles)
Cochran at that meeting about it and he didn't
give a good answer," Esposito related. "I thought
somebody should do something about it."
About two weeks after that meeting — early on a
Saturday morning — a grand total of two students.
including Esposito, showed up for stage one of the
project — cleaning the jail.
"He (the other student) cleaned the bathroom,
'cause it was so goddam dirty I didn't wanna do
it," Esposito said, laughing. "And I mopped the
floors and cleaned the cell area.
"We said we'd return the following weekend to
paint. I forgot it was Fathers' Weekend. So when
I remembered, I called the old man and asked if he
was planning on coming down that weekend.
"He said, 'I was thinkin' of it . . .' and I said 'Dig
It — we're painting and cleaning the jail.' I'm glad he
showed up 'cause I don't know a thing about paint-
And stage two was better. About 35 persons
showed up that Saturday morning. Some brought
"food and pop." They finished the job and Esposito
proved as good as his word — fulfilling the promise
made in front of a crowd in an auditorium, where
so many other words were lost or forgotten.
"I guess the jail is prefty wrecked again.
I don't think it'll do any good to clean it up
again. So next time I'm gonna blow it up,"
Esposito said, adding he had filed a formal
complaint with the American Civil Liberties
But there are side effects to painting a jail.
Esposito explained that for awhile he
feared cleaning the jail might "make me
seem like a goody-goody. I mean, at the
theater one night these two chicks from New
York — land of the affluent and fouled up —
said, "What did you do such a thing for?"
"I don't know. After 12 years of Catholic
high school, getting all this 'Love thy neigh-
bor' stuff which is cool, I guess some of it
just sunk In," Esposito continued.
Continuing his "love thy neighbor stuff,"
Esposito is formulating an idea that would
get some of the saleable items made by
boys at Fairfield School for Boys out on a
And besides his latest project, Esposito,
who is a philosophy major ("you gotta major
in something"), has tried his hand at writing
for The Post and occasionally entertains at
the Cavern, hlillel's Fat Sandwich and for
"I've been on music for about eight years
— guitar and bass and an occasional kazoo.
Most of the time I perform because I like it,
not for money," he says.
Ask a cleaner of jails where he's going
and if he's Esposito he'll say, "Right now
I'm just going where the road leads me. I
don't want to be anything at all normal or
regular — so 1 plan to try my hand at any-
thing which hits my fancy.
"My one real goal in life is to be loved
and to share my love with somebody else.
If I have that, I don't need anything else.
"What I want is to be fulfilled."
Has he been successful in this want?
"Yes, and it just started happening this
year. The only person who can say whether
you're successful is yourself."
Esposito admits he is an idealistic person.
Perhaps that's what it takes — idealism — to
paint and clean a jail.
Steve McCafferty, as a senior, "got very ex-
cited about education."
But that excitement was not the result of his
activities as a student, but an instructor.
Winter quarter, 1970, McCafferty taught a
freshman literature course in Contemporary Is-
sues, English I79A. The course, dealing mostly
with contemporary humorous works, was designed
by McCafferty and approved by the English
"I guess it all started when I got this idea by
seeing black literature taught by blacks. I thought
it might be fun to teach a course too."
"So I drew up a list of books and a course
description and took it to the English Depart-
ment, and Zowie — I had a class," he explained.
Actually, the process, from the time he got
the idea until it was approved, took about a
year, he admitted.
"The main check-and-balance system seemed
to be how long you could wait, how much you
could endure," he mentioned.
hie remembers the class being spiced with a
day of magic markers, 30 minutes of silence, and
admits he learned a lot.
"I discovered the whole educational system
is not going to change in any way — at least not
very quickly. What education hIAS to start think-
ing about are all the alternatives to present for-
Although he prophesies a lot of changes be-
fore education "is as effective as it can be,"
McCafferty said his education here was "a good
experience for me."
"After my sophomore year, 1 decided it was
all over. That summer I studied at Oxford (Eng-
land). But at that time — at the end of my soph-
omore year — the Cutler program was started
here and I immediately got into it.
"That's what made it good for me," he said
As an instructor, he made the course good for
the 35 freshmen enrolled in it. Even if they didn't
want to work and didn't like the material covered,
no one complained about grades received.
McCafferty gave all A's.
In Memoriam: Lillian Ramos
She was a black
Full of life, yet
bearing its scars.
Fierce when attacking
The racist cancer
the racist cancer
As gentle as tears when sharing the ache
of the victims of the dread disease.
Her fierceness and gentleness were a two-edged sword,
both committed to healing;
one edge for radical surgery,
the other for binding up the wounds.
She stirred fear in the hearts of the ill;
She stirred hope in the hearts of the broken
Her hope — a plural world
A world of diversity,
A world where no man is free until
all are free.
A world where one man's community is
held sacred by the other's.
A world where another man's pain is
A world where another man's joy is
In her presence young black men became awed,
not by here, but
by themselves and
Their new found capacity to learn
In her presence young white men who would allow
Her sword to do its work learned a
White, too, is beautiful baby!
White, too, is beautiful!
Lillian Ramos was more than a professor. She was, as she frequently
put it, "a human being."
"I am first a human being and have to be free in this society at what-
ever cost or price," Mrs. Ramos once said. "My hangup is my dedication
to the cause."
Deeply concerned with her "cause," the problems of all men, Mrs.
Ramos was a member of the Anti-discrimination, Urban and Regional
Studies, and University Discipline Committees. In addition, she was chair-
man of the government department's Black Studies Committees, a mem-
ber of the Board of Directors of the Black Studies Institute and a member
of the Board of the African Black Studies faculty.
Mrs. Ramos died January 29 of a massive coronary occlusion. Al-
though she had been at Ohio University a short five months, her loss
was felt acutely by the entire University community.
Von OROEREO A BOOK?
UH .VEAH, MAUr OF IT IS
IN- WE EKPECTTHERE5T
SorAETlME IN APRIL*
. a thousand words."
cartoons by BRUCE JORGENSON
Copyright, The Denver Post
Reprinted with pefmlsjion
of Los Ange'es Times Syndicate
■WELL. NOW-CLASS WILL PROCEED AS NORMAL
there's The radical
GuVS. THE V GOT CAf\SUtLu
Kuoo uJhatto a).
WELL. IT MAY HAVE BEEN YOURS TO START WITH, BUT WHAT DID YOU EVER
DO ABOUT IT?'
Governor RHODES IS
'OK. MEN. IT'S ONLY TOBACCO— WE'RE JUST MAKING A ROUTINE CHECK, SIR!
'WHAT IS A MASSACRE? IS IT ANYTHING LIKE A WAR?'
©I^fe r* I3EN vtfe Ryr-
6V...UH,NoT ii'ikiini \
■NOT "KICKED UPSTAIRS," GENERAL HERSHEY— "DRAGGED". YES. BUT NOT "KICKED"!'
•SOMETHING'S GONE A LITTLE WRONG . .
■^iccM/Oms Tills 'SWlXi
HITS- A^tu> iP(Ma)u)S
ERRORS -THE i^Hot^e T^fOGr
"OH WHY, ATHENS?"
A Farce In All (Three) Parts
copy by GEORGE H MITCHELL
photos by AXEL KAULISCH
Athens, economic and cultural hub of Southeastern Ohio, is the site
of Ohio University (sometimes mistaken for the State Mental hlospital
located near the campus). Last fall a University Task Farce endeavored
to uncover the causes of an unacceptable level of tension between the
University and the city (symbolized In the slogan "Athens Justice."). The
Task Farce reported that everyone's worst enemy Is himself. Since none
of the aggrieved parties could accept such an outrageous verdict, the
struggle to liberate this key hamlet from the hands of long-haired — right-
wing — reactionary — facist — commie — johnbirch — hippie • — un-
May peace, power and truth — not to mention law, order and justice —
return to the people of this once-serene village — If any of them survive.
Farce I — Local Tabloids
Scene I — Offices of a Community Newspaper
Voice I — I'm tired of those damn students
and snobbish university people
trying to run this town.
Voice 2 — Yeah. None of them have any
roots here and they think they
can tell us how to run our
business. We ought to really
slam them with a few editorials.
Voice 3 — Wait, we gotta remember that if
it weren't for the University,
Athens would hardly exist.
Scene II — Offices of a Student Newspaper
Voice I — This is really backwoods America.
Have you ever seen so many hicks
in your life? They are really
out of it.
Voice 2 — Yeah. Those damn townies must
think the world begins here.
First they charge the hell out
of us, then they bust us for
trying to beat the system. VV'hy
don't we write a few articles
and show them exactly how we feel.
Voice 3 — Go ahead; all they can do is
complain. If it weren't for
the University, Athens would
...V '^ ■ >»" 1 ^
Farce II — Local Officials
Scene I — Important Administrative Offices
Voice I — I'm tired of those undesirables and snobs trying
to run this town. We're doing the best we can.
Voice 2 — Yeah. So what if we're too cheap to provide
good training and salaries for our policemen.
They're good boys, and as long as they take it out
on those damn kids instead of us, everything's all right.
Hell, they only work 48 hours a week.
Voice 3 — Yeah. And so what if the fines are high, hlow
else are we supposed to make money? I think we ought
to have a $250,000 surplus before the judge,
the prosecutor and the cops get a raise.
Scene II — Quarters of a Well-Known ?
Voice I — I hear we havs to clear $250,000 before we get a raise.
I wish those pseudo-intellectuals would keep their noses
to themselves. What do they expect from
a $ 1 4,000/year judge? Justice?
Voice 2 — It's a good idea to use the maximum rate on
fines and bail. Almost all those kids are rich anyway.
Besides, I've got to make a reputation for myself.
Voice 3 — Those kids got a lot of nerve complaining. We don't
make half as much as the city and suburban police they
have at home. And what's all this talk about rights —
everyone knows that a lawbreaker hasn't got any rights.
Farce III — Local "Educators"
Scene I — Routine Conference in a Well-Known Landmark
Voice I — Those damn kids are still screaming about
"Athens Justice." The townies must think
the world begins here. God knows we don't
contribute to student frustrations.
Voice 2 — That's right. You'll never hear anything
about "University Justice." We're fair.
We even set up a loan fund for fines and
bail. Of course it's not available to
demonstrators and other undesirables. Who
ever heard of rights for University lawbreakers?
Voice 3 — (Speaks Through Tears) — My God, Why would
anyone locate a university in Athens?
Voice I — What did you expect from plans made in
Scene II — High-level Conference in Well-Known Landmark
Voice I — Now they've done it. Those kids are
screaming for human rights for everybody —
students, cops, judges, townies — everybody!
They can't really want justice for Athens —
Lights fade. No curtain. Rerouted river rises and
engulfs entire town. As the water rises, the University
becomes indistinguishable from the State Mental Hospital
Celestial Voice: At last, justice for Athens!
Celestial Chorus: Oh-Why-Oh Athens?
copy by JULIE SNIDER
photos by PATRICK McCABE
"Admission by donation" to Ivydale, W. Va., and the mountain music
festival staged there by David and John Morris, two brothers who play
traditional mountain music for friends who have been bred on it, for
others who have never before been exposed to their style of music.
But this exposure was one of many experienced by members of the
Honors College course in Appalachian Studies, where exposure was the
key, the rule, the basis of the entire study.
Admission to the course was truly by donation — donation of time and
energy — and sometimes donation of cars and gasoline to travel to the
Appalachian people. To take the classroom into the hills of Southeastern
Ohio — that was the goal and Ivydale was just one stop students made.
They really had a festival in Ivydale. In September. The young, the old,
men, women and children came to hear the music that "is old music and
mountain music and goes back into people's lives — and that's what gives
It rVieaning in today's turmoil," as David Morris would say.
Finding meaning In today's turmoil — perhaps a goal of many In the
Appalachian Studies course. And turning to other people to find what is
meaningful to those people. To understand Appalachia by trying to un-
derstand those who live there. This understanding came from a variety of
persons who had varying views — yet all the people somehow formed a
mosaic, an impression — lasting — of Appalachia.
There was Ed, who lives In a tiny house on Route 50, just west of
MacArthur. And there were the Scurlocks — a family on welfare. And so
many others who told their stories to students and probably said more
about their area of the country than any textbooks one could purchase.
Interaction was the key. Those in the course used It to open the door
to the beauties of Appalachia and her people.
But the door went two ways. Probably the people visited
gave more to the class than class members could ever give
At Ivydale, friendliness pervaded. Young and old en-
joyed together a common form of entertainment, the music
that is the unifying bond of the mountain folk.
The much discussed "generation gap" just didn't exist.
Nor did the town-gown conflict. What existed were peo-
ple — ail kinds — who got together and enjoyed the festival.
Even their pets came.
Ivydale wasn't the only place traveled to or the only exposure to the
people. Members of the class were given freedom to experiment, to take
the ASV "bus" into the hills and visit Appalachians on their own.
A variety of experiences resulted. Gatherings such as the evening at
Gene and Maxine Ratcliff's, shown here, were part of the class whole, all
surmounting the invisible walls between the University community and the
mountain country surrounding.
Round dancing became a favorite form of relaxation. The young
stomped and clapped, the old smiled at the merriment of the dance
and the house shook.
Not many students at Ohio University have ever been to Ratcliffsburg.
But most members of the Appalachian Studies course have. And it's their
-ad* _** • ."w* • in«^ '-v^JBF^A'^j'-mi
Not always did class members move their classroom into the outlying
area. Sometimes the people in that area came to the class, to the meeting
place at the United Campus Ministry House. Once a VISTA volunteer,
once a welfare rights lawyer, and one time Doug Arnett, opposite, candi-
date for the Congressional seat from this district.
And there were auctions, welfare rights meetings and so much more.
But always the people.
Not poor people, but people.
Not Appalachians or mountain folk or even people from Southeastern
Ohio, but individuals.
That is what an Appalachian is. He is an individual — a person to meet
on a one-to-one basis. Each Appalachian is different from another. Each
is unique. But somehow there is a genuineness, a simplicity that others
lack "in this world of turmoil."
That is what the course taught more than anything. The experiences
were not enough to describe a life style or an entire people. But they
were enough to give a taste, to whet the appetite.
The experience was good. The knowledge gained but a wedge in a
door that has been closed far too long. The friendships build the best
part of all, because of the mutual give-and-take, the mutual respect.
Taking the classroom into an Appalachian laboratory would not work
for all, nor is it desirable for most. But in this case it proved a beautiful,
enriching experience. And one not quickly forgotten by students.
Army ROTC has been at Ohio University since 1936.
Through a big World War, the second of its kind.
Through a shorter, smaller war, located in Asia; Korea, to be exact.
Now we come again to Asia, to a slightly different
location, to a slightly different war,
in Vietnam( both of it)
The first two wars were 'GOOD' wars —
a seeming contradiction in terms, but
Patriotism overrules morality PRO PATRIA MORI
Wewere right, we won . . . ROTC enrollment grew by leaps
The third war is a 'BAD' war —
if any WAR can be called 'BAD' while others
are called 'GOOD'
Because the third war has lasted so long,
overtime has been called, and the penalty
has fallen on ROTC — Drop back thirty-four years,
ROTC at Ohio University, ROTC is dying . . .
To many cadets, ROTC is just a practical method for getting
through what seems to be an inevitable situation —
mandatory military service.
Practicality overrules morality.
ROTC continues to weaken from . . .
. . . the lottery slaughtery system — one considers ROTC
according to one's score in the game.
. student apathy —
the apathetic and uninformed majority borrows
the opinions of the un-silent minority —
those who care enough to think
or those biased
enough to broadcast it
. The POST (a STAKE through the heart of
which unilaterally champions
The New Programs (Pogroms) Subcommittee —
limiting ROTC in every way possible
. . the insane Jabberwotk Vietnam
(a land Alice would indeed wonder at)
. . the unfortunate switching of cause
and effect —
ROTC and Vietnam
bad publicity and anti-war sentiment
all spiralling to . . .
ROTC is dying.
For it is an anachronism
just as Vv'AR is old-fashioned
in a supposedly
copy b» DENNIS RUNKIE
photos by DAVE LEVINSON
Twenty Years Later
"Damn weird students. All I can say is it must
be the sign of our times."
"Yeah, they don't care for anything. They don't
have any true spirit."
"You know, you're right. They're doing things
differently today. They don't do things like we did.
Remember the day we stuffed 2,000 students into
the College Green?"
"Right on, but how about the time we had that
mass tear gas swallowing contest at Court and
"Or how about the time we held the liberation
raid on Chubb . . . uh, oh, here comes the conven-
tion officials. Guess we'd better get ready for de-
(Applause . . . Cheers)
The presiding officer speaks:
"Fellow alums, we are gathered here today tech-
nically to celebrate the founding of the Ohio Uni-
versity chapter of the Veterans of Campus Wars
(VCW) by dedicating the Peace Memorial on the
College Green with the Tomb of the Unknown
Demonstrator. However, officially we face the far
more difficult task of adopting resolutions support-
ing the Washington Administration and reprimand-
ing the radical moderation of college students to-
(Applause . . . Cheers . . . punctuated with "Right
on" and raised arms.)
Presiding officer continues:
As official representatives of the Veterans of
Campus Wars we must take a strong stand to halt
the reactionary movement which is shaking the
foundations and threatening to topple the admin-
istration of President Gerald Rubin"
(After a brief non-violent dialogue, the VCW's
South Green representative acquires the micro-
"Fellow alums, we must halt the students' move-
ment to institute a remunerated university. Their
request to use the old Alden Library cannot be ne-
gotiated. Their demand that the free university be
closed, because 'we can't get something for noth-
ing' is irrelevant.
(The South Green representative in turn loses
the microphone to the East Green delegate after
a brief non-violent dialogue.)
"Fellow alums, I say that the gravest problem
our society faces is the move by students to moder-
ate the Peace Movement we so successfully insti-
tuted. The student argument that we've killed more
keeping the peace is hardly relevant. I say we should
push our Peace Movement farther and wipe out all
(The East Green delegate loses the podium to the
West Green delegate after a brief violent, non-
"I say we should be more concerned with today's
ideologies than with demands. We must wipe out
their subversive thinking. The ideology based on
the ancient philosophy 'Into a closed mouth a fly
will not go' is reactionary inspiration. I say CON-
(From all corners of the assembly hall cries are
"Let's burn the new Northeast Green."
"No, No, let's hold workshops and teach-ins on
the College Greens. "
"BS, bs, bs, bs, bs "
(Two delegates are spied leaving the assembly
"I've hidden away a stack of credit cards."
"Good, let's symbolically smash the windows of
the Claude Sowie School of Campus Riot Control."
satire by ROGER BENNEH
A Dialogue On Education • •
May 14, 1970. 7:30 p.m. A
group of faculty and students
were invited to an infornnal
brainstorming session to dis-
cuss the meaning of a free
university and a liberal edu-
cation today. Their opinions
may or may not be represent-
ative. These people were
chosen simply for each's will-
ingness to talk, and to keep
on talking for the sake of bet-
Following are some excerpts
from the session.
What does a college education mean?
Today's college student needs preparation to
assume a role — not necessarily a passive, adaptive
role — in a hopefully changing world; an impersonal
world in which he must nonetheless manage to re-
main an individual and assert his individuality; a
world with the awesome potential for disaster with-
in and without itself. How can the college possibly
TEAChH this student all that he must know?
PROF. ARNOLD GASSAN, photography: Our
present structure under the American education
system is essentially a paternal structure, an author-
ity structure with the teacher playing the paternal
role and thus automatically limiting and Inhibiting
the growth possibilities of the student ... In my
opinion, the only real value the teacher has over
the students is that he has a wider scale of refer-
ence, not just in the field but in terms of living.
PATTY CHASE, graduate student In education: I
think the American educational system is just this,
a series of social roles to meet social needs.
GASSAN: Both the undergraduate and the gradu-
ate level of study in a college situation should be.
In my mind, a translation from the necessary, prob
ably, but at least in our society Inevitably, paternal-
istic structure to a growth and independent refer-
ence and fraternal structure where Individual re-
sponsibility and development Is assured ... in vvihich
the facts of knowledge become less and less im-
portant although always relevant because of the
teacher's hopefully wider frame of reference. And
the actual work done is done by the student be-
cause he is being put in a situation of such structure
that it leads to an assumption of authority on the
student's part so that at the end of the course the
teacher and the student are essentially equal. We
(faculty) have to wean students of the old teacher-
student relationship before they graduate so they
don't lose a year or two more of their lives learning
to be an equal.
MISS CHASE: The most irritating thing is that they
teach you separation. They (students) say, 'Oh, I'll
put up with this, I'll take all this crap and I'll take
all this oppression and all this kissing the foot, be-
cause when I get out . . .' I've heard more Master's
candidates say 'When I get out then I can do it
the way I want.'
NANCY PETENBRINK, junior majoring in educa-
tion; They don't realize that this is being ingrained
In them, that when they go Into the field to teach
or whatever, they will turn around and bully their
students and Intimidate them because they've al-
ways accepted it themselves. It's an old story, the
behavioral modification teachers who are trying to
behavlorally modify you are at the same time teach-
ing you how to behavlorally modify others. This Is
a big circle, and unless something really radical
happens to you, you're just keeping the circle.
PROF. WARNER MONTGOMERY, education:
We've got to begin right now, students and faculty
working together to change things. Education is not
a matter of how much content has been poured into
the student, and educational growth Is not a one-to-
one correspondence with lectures attended. We
have to get over this Idea that education can take
place in the classroom with the teacher present.
Things like credit hours, grades, tests and the like
are all Incidental to learning and should be elimi-
DR. GEORGE LOBDELL, history: It's a lack of real-
ization on the part of the university. The most Im-
portant class Is the Incoming freshmen. And we
put our emphasis on the graduate level of Instruc-
tion. The university should start from the first day
providing these students with the opportunity to
acquire such skills as the ability to analyze and to
synthesize, to see relationships and Infer meanings,
to judge evidence and to generalize.
DR. SADEK SAMAAN, international education:
This is impossible under the present systenn. Wheth-
er a student is an English major, in the arts, or some
technical field, the system says that he must go
through a deadish routine that, most times, doesn't
mean a damn thing to him or to anyone else, and
he is graded on his performance. The university says
this will make a man of him and therefore, he must
go through with it. There is no selectivity on the
part of the student, he. isn't given the choice as an
individual who is capable of choosing and capable
of selecting what he thinks is important.
MONTGOMERY: The student himself is his own
best teacher. He has available to him his peers and
his professors as added resource people.
PAT DAINS, junior at Athens High School: The
ideal, to me, would be a teacher who comes into
the classroom on an equal basis, breaking down the
paternal type role. Instead of coming into the class
and standing in front of his students — the immedi-
ate separation, 1 am the teacher and you are the
students here to learn from me — he should come in
and sit down with them, and in the form of discus-
sion, relate what he knows. He should give the stu-
dents the opportunity to decide for themselves
what they want from the course and what they want
to do with the available material.
GASSAN: The only graduates In my field that I
really trust are those who have been out of school
for a time, preferably between undergraduate and
MONTGOMERY: That's beautiful. I get the idea
there that when you're In college you're detached
from society, from what's actually going on.
GASSAN: One of my students labeled it "a time
out of time." You can radically change within three
months on the outside.
MONTGOMERY: If the university is to be more
effective, one of the things it must do is get out of
the classroom and become more involved with so-
ciety. The university still maintains an ivory tower.
ROGER REID, graduate student in guidance and
counseling: The university builds an elitist wall
around itself. In any artist's conception of a uni-
versity there is always the symbolic wall, hedges
or whatever ... a campus gate in front of the
university intentionally separating it from the com-
munity, as if you have to be something special to
get In. Why would we want to put a wall between
us and society? What happens If society wants to
come in. The barriers, formal or Informal, are there.
MONTGOMERY: This Is what the concept of the
free university means — breaking down the barriers
to free learning. A free university, one that really
functions, would be structured so that there would
be free learning experiences for the people in the
university community. They would not be strapped
by teacher-student roles and the students would be
able to learn what they wanted, when they wanted,
how and where they wanted to and when. They
would not be restricted by such things as external
examinations, permission, prerequisites, or any of
MISS CHASE: Students must realize that THEY
are the ones who must work to make It exist here.
GASSAN: The worst part of the educational system
today Is probably unchangeable. It's the ugly middle
part which grinds us down. We realize it is a pater-
nal system, but still we see the student accepting
it, passively sitting there and saying, 'Goddamnit
feed It to me.' We've got to start re-education for
the sake of education — changing the whole social
order . . . making the student assume the responsi-
bility for his own education. Only then can we be-
gin a free and meaningful educational experience.
Dance to the Music"
She wore a black-sequined gown and handled a heckler with profes-
sional grace . . .
The lead singer, In fringed jacket and pants, whirled the mike like a
lasso . . .
They were the second act but they had the people dancing in the
aisles . . .
Frequently seen around campus, in dasheki and fez, they introduced
a new dimension in sound . . .
Jeans, tee-shirts or whatever-you-want was the dress for audience and
performers alike . . .
In a kaleidoscope of patchwork print outfits ranging from open-throat
to open-shirt for the guys and midi to mini for the girls, they had the
audience and the Convocation Center rocking and grooving . . .
DIONNEWARWICK + JOHNH ARTFORD + THEWHO + PACIFICGASANDELECTRIC +
MCKENDRIESPRING + BYRONPOPEENSEMBLE + APPALOOSA + JAIMEBROCKEn +
RAUNMACKINNON + JOHNBASSETTE + STEVEGILLETTE + THE CAVERNREGULARS +
THEFIFTHDIMENSION - THEBYRDS - THEROLUNGSTONES = CAMPUSCONCERTS
All We Are
Saying Is —
All men are brothers
Love is our hope
Peace on earth
copy by REV. TOM JACKSON
photos by CHUCK SCOn
The Rev. Tom Jackson is a pastor at the
United Campus Ministry, These are his
thoughts during a three-day fast.
Cambodia, Vietnam, Southeast Asia — those were the
nightmare words until a few minutes ago; the despair, the
frustration, the guilt were all there since Thursday when
the Cambodian offensive was announced. But now we've
gone beyond that — now we have at least four students
dead at Kent State, and the tired slogan of "Bring the
War hlome" has taken on a sickening aspect . . . How do
we respond now to all of this . . . what sort of "religious"
or "Christian" or "Jewish" response does one make at this
point . . . Here we are, sitting in the office, with about
forty years combined experience in the ministry, with back-
grounds in campus work, inner city work, suburban parishes,
and administration, and the same question keeps repeating
itself: WHAT NOW?
The mood on campus is utter confusion . . . can students
really be shot to death in a protest . . . what are the
"radicals" going to do . . . will the place remain open . . .
does anyone have any suggestions about anything? It
seems to us now that we have to do something that is both
positive in action and symbolic in expression: we have de-
cided to announce a three-day fast, to be held on the
College Green ... I wonder if people will just laugh at us?
"Happy are those who hunger and thirst for
justice, for they will be satisfied." So says our
sign on the tree near our "fast site" on the
Green. I hope so. The Kent State deaths are
starting to sink into peoples' brains, and there
is a lot of fear and depression. The rally tonight
is obviously going to be tense; the mood of the
campus is up for grabs . . . My God, I'm only
five hours into the fast, and I'm already hungry
... am I really that weak?
We celebrated our first communion there on
the Green, and a couple hundred people showed
up ... it felt good . . . informal, quite relaxed,
no hassle over "doctrine" in this one . . . Rabbi
Joe Polak is with us often, and there is no reason
to separate Jew from Christian; I simply want to
be with people tonight. The feeling so far is
positive, but I keep thinking of Jack Newfield's
words at the end of his book on Robert Ken-
nedy: maybe we have so completely alienated
one another that we will not overcome . . . But
in the darkness here tonight, in the silence and
songs I hear, maybe there is some hope.
The day today has been filled with more
planning ... A crazy thing is happening: people
are actually talking with each other! The action
is mainly with the students, although several
faculty are starting to show up for discussions.
The fast is not causing a lot of hunger in me,
but I'm starting to feel weak . . .
I read a line out of Camus tonight: one can-
not manipulate his religion to fit the specific
priorities of his nation. That's true — and I hope
that we can understand it! It seems that every
interest group in the world is on the Green;
politics, ecology, women's liberation, Buddhist
chanters, Jewish Peace Fellowship, and every
other angle. Some good discussions. There is a
constant discussion of "violence versus non-
violence" in all of these groups, and it's obvious
that this is the underlying fear and/or hope of
nearly everyone ....
Started to get signatures today on a tele-
gram to Nixon, asking him to listen to what is
going on in this country. Most people seem to
think that he would not even receive a tele-
gram; are we really that cut off? I'm feeling a
sudden boost in energy — maybe it's from the
feelings around here, the knowledge that I am
not alone, that there are hundreds who care . . .
We must care.
The rallies and discussions are drawing literally
thousands of people, hundreds I have never seen
before, and I'm sure they haven't seen me! Most
of them seem to be from the dorms, and many
say that they have never been "active" before
... so many of their questions are deeply search-
ing, and they all seem to end with the question:
"Can we keep this non-violent?" They're scared.
So am I. Let's not fool ourselves, for there are
many who want to close the University, espe-
cially since the Strike was not completely effec-
tive. There's a lot of the normal rhetoric going
down, and it seems so triesome at this point.
We got over three thousand names for the tele-
gram — God. I hope he reads it!
I'm getting extremely weak from the fasting,
but no real problem. I've discovered some things
about my world during this. Like the fact that I'm
totally surrounded by food, but none to eat. It
must be absolute hell for hungry people in this
country to watch television, to feel their stom-
achs contract, to see the advertising beckon
them to nothing, to know that family pets eat
better than they do. Millions of people are feel-
ing like I am right now — but I can get out of it
anytime I want, hlow can I be so blind and
The mood is definitely changing. It seems that
violence and non-violence have been discussed
almost too much. President Sowie has talked to
large groups on several occasions, but there is
a new stirring. I think that we are failing to come
up with enough viable alternatives for people —
they don't know what to do, and the call for a
"shut down" increases. People are still saying
no to violence, but small incidents are increas-
ing. Many students keep asking me to keep the
campus peaceful — don't they realize that I can-
not do magic? I can only talk, and they must
talk, too. I'm not a magician . . .
We have ended the fast with a community
meal of soup and bread. Nothing has ever
tasted that good before! I've talked with at least
a thousand people, and it's been good. Can we
keep it alive? More faculty are coming out, and
they're really trying. But what next? In a way, I
feel as though we are losing hold of organization
and appropriate action, and the weight is turn-
ing much more towards the effect of Nixon's
news conference. What If he blows it? We've
got to think of some more alternatives for peo-
ple . . .
It Is now a week later. The University closed
today. There is too much In the past week to
discuss. Too many mistakes, not enough reason-
able answers to difficult questions. But everyone
lost today. The rocks and the tear gas added up
to a circus of loss, and no one wins. Everyone
is tired, and going home. It's hard to say good-
by to people after we just started to say hello
A Radical's Justification
Why We Had To Close
"Ohio University had to close. And unless certain
University policies are changed by the time it reopens
in the fall, it should remain closed.
"It was necessary, almost inevitable, that the Uni-
versity close for the simple reason that for the last
ten years students and others have been peacefully pro-
testing the war in Vietnam and where has it got them —
"Some argue that it is foolish to fight violence by
using violent methods. I say, when one is forced into
a corner and is frustrated at every turn, he uses any
weapon available to him, whether it be a speech on
the green or a brick In the street. When the former
fails, the latter becomes a necessity.
"Most 'revolutionaries' on campus did not want to
see Ohio University close. This is evidenced by the
two weeks of peaceful demonstrations which took place
with only a few minor disturbances. But it must be
remembered that 4000 people, a record for the Uni-
versity, turned out on the first day only as a result of
violence — the deaths of four Kent State students.
"Before, the majority of these students had been
pacifists but part of the 'silent majority' of pacifists.
Now they were forced to realize that police power can
be brutal and can strike even in the isolated atmo-
sphere of a college. Four students were killed at Kent
by ill-trained National Guardsmen; innumerable stu-
dents were gassed and struck both at Kent and Ohio
State when they tried to protest for peace. Both uni-
versities were later closed and the nation suddenly be-
came aware of them.
"We wanted the University open to
provide a forum for discussions on Viet-
nam, Cambodia and American imperial-
ism throughout the world. But how can
such a forum take place or even the Uni-
versity function as normal when Presi-
dent Richard Nixon says first that the
war in Vietnam is 'unfortunate' and then
turns around and sends troops into Cam-
bodia; when Vice-President Spiro Ag-
new calls student demonstrators 'effete
snobs' and 'bums' and when our own gov-
ernor terms the Kent killings as being
'the saddest day of my life' and yet re-
fuses to assist any university with Na-
tional Guard troops until that institution
"College is a means for an education
but there is a question of what kind of
an education. What good will facts and
figures be when we are all annihilated by
World War III, for this is where the Viet-
nam 'incident' is leading us. We must do
something NOW or we won't have to
worry about closing universities, there
won't be universities or even towns to
"When the University justifies ROTC
under the pretense that 'students should
have the opportunity to take those
courses they desire' and yet at the same
time refuses to support a free university
offering courses other individuals may
desire to take, that university is not ful-
filling its role as a university and there-
fore should not be allowed to function
"When President Claude R. Sowie re-
fused to answer the seven demands pre-
sented to him on Tuesday, saying he had
not had the time to consider them, it
was the last straw in a series of events
that produced an atmosphere of confu-
sion and frustration. When protesters
who had been given permission to sit in
on a ROTC class were later arrested as
'trespassers;' when Nixon announced his
Cambodian actions; when four students
were killed in Kent; when the demands
went unanswered and when seven stu-
dent were arbitrarily suspended for be-
ing a 'threat' to the community, all hell
"Frustration over-shadowed fear of
reprisal or of the University closing. Stu-
dents threw bricks where once they had
thrown words. The police responded im-
mediately by hurtling quantities of pep-
per gas at everything that moved. Stu-
dents scattered in confused groups,
questioning if the action taken had war-
ranted the reprisal.
"The next night was a repeat perform-
ance, but this time with a dangerous se-
riousness of purpose on both sides and
with the result that the University was
closed, the National Guard called in.
"Now that the University is closed,
one wonders — what comes next? If Sowie
goes through with his plans for keeping
the University 'safe' will there be a wave
of repression aimed at keeping potential
revolutionaries out of college? If this is
so, where will these people take their
next action — the answer, to the streets.
If this group of ex-students organizes
itself nationally, it could become the
basis of a new revolutionary army. The
townle vigilantes are getting together,
the blacks have been together for some
time and now students are entering the
"At the last S.D.S. meeting in Flint,
Mich., Mark Rudd, one of the leaders,
was quoted by reporters as saying
". . . and if you think the violence of the
60's was something, it's a Sunday School
picnic compared to the violence that will
take place in the 70's." If the frustration
and failure of peaceful demonstrations
continues, Rudd's prophecy will be ful-
ATHENA SEVENTY Is a book about people.
People as individuals.
We would have liked this to have been a book about
people capable of peacefully living together. It
is not. We doubt if this could be possible in our
present system ... a system that believes in its
standard of living. A standard that is killing us.
The gross national product rises as our standard
of living TOSEThlER falls. We gain respect for the
dollar and lose respect for our neighbors. Agricul-
tural production rises but we lose our relation with
nature. We increase our ability to read and write
but often lose the deeper literacy to understand.
Different economic or governmental systems per se
will not help matters. We are kidding ourselves if
we believe a revolution will solve the problems.
Mutual respect and understanding will increase only
to the degree we let them. They cannot be forced
on us from the right or the left.
Veitnam and the Kent State shootings have demanded
a re-evaluation of our values and priorities. Now
that we have seen the system's obvious shortcomings,
we might be more attuned to Its many more subtle
We would like to think ATHENA SEVENTY reflects the
attitudes of a society willing to change, willing
to give a damn. Give a damn about the problems of